Professional development. Preparing for the future.
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Education, Nursing, Continuing↗
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Socialization transformation: the passage from caregiver to educator.
The transition from clinical nurse to clinical instructor is not an instinctive one. New instructors do not possess inherent qualities to make this transformation smoothly. It is necessary to provide them with outside assistance. A comprehensive orientation plan featuring mentoring is a viable approach. The plan is designed to provide the novice with consistent information and feedback inevitably leading to role clarification. Once role clarification is achieved, confidence and creativity can flourish. Ultimately, the novice instructor can become a highly-skilled clinical instructor and a valuable asset to the staff development department.
Education, Nursing, Continuing↗
Use of a conceptual framework in planning and implementing an orientation program.
Staff development instructors must provide a complete and cost-effective orientation program for new employees. Using a conceptual framework to organize an orientation program ensures that essential information is covered in a logical, comprehensive way, allowing for the best use of time and resources. This article describes how a preexisting conceptual framework developed for defining patient-care requirements was used to plan and implement a pediatric orientation program.
Education, Nursing, Continuing↗
Assessing organizational culture: a planning strategy.
Three semi-urban hospitals in Oregon were surveyed to assess the strength of various organization and work unit ideologies and the extent of cultural homogeneity. Occupational cultures were consonant with the larger organization in two hospitals, but the third showed dissonance. This affected management strategies for conflict resolution, staff development and organizational change.
Hospital Administration↗
Inclusive practices for children and youths with communication disorders. Ad Hoc Committee on Inclusion for students with Communication Disorders.
An array of inclusive service delivery models is recommended for the implementation of services to children and youths with communication disorders. Inclusive practices are intervention services that are based on the unique and specific needs of the individual, and provided in a context that is least restrictive. There are a variety of models through which inclusive practices can be provided, including a direct (pull-out) program, in classroom-based service delivery, community-based models, and consultative interventions. These models should be seen as flexible options that may change depending on student needs. The speech-language pathologist, in collaboration with parents, the student, teachers, support personnel, and administrators, is in the ideal position to decide the model or combination of models that best serves each individual student's communication needs. Implementation of inclusive practices requires consideration of multiple issues, including general education reform, cost effectiveness, and program efficacy. In addition, administrative and school system support, personnel qualifications, staff development, flexible scheduling, and the effects of inclusive practices on all learners need to be considered. At present, available research suggests guarded optimism for the effectiveness of inclusive practices. However, many critical questions have not yet been addressed and additional research is needed to assess the full impact of inclusive practices for students with communication disorders.
Adolescent↗
Identifying the learning needs of nurse managers. application of the critical incident technique.
Accurate identification of learning needs is the most important component of the staff development process. The critical incident technique is shown to be a valuable tool in identifying the learning needs of nurse managers in a long-term care facility. This technique addresses the real work issues and concerns affecting nurse managers. A step-by-step process is provided to help nurse educators develop a comprehensive inventory of learning needs.
Curriculum↗
Establishing a team-based coaching process.
As our organization moved toward implementing self-managed work teams and decreased management hierarchy, the need arose to revise our performance development structure. A team-based coaching process has been implemented successfully on all patient care units and is being modified for use in other areas.
Employee Performance Appraisal↗
Knowledge skills of the home healthcare nurse.
As nurses make the transition from acute care settings to home care, it is important to understand their learning needs so that effective orientation and staff-development programs can be planned. This study identifies the knowledge and skills most needed by home care nurses by surveying nurses who currently practice in the field.
Adult↗
Multimedia in nursing and patient education.
Multimedia education or computer-based instruction is currently being used in both patient and nursing education for staff development, continuing education, general health information, and informed consent. It can be used to teach content, skills, and concepts, as well as to simulate situations. Multimedia may be incorporated as a part of other hospital systems to provide individualized patient education by using actual patient data. Multimedia as an instructional strategy has some definite advantages and disadvantages that can affect integration and use. It will be used more and more in the health care environment to provide consistent, accurate information to nurses and patients.
Computer-Assisted Instruction↗
The Evaluation of the Resolving Conflict Creatively Program: an overview.
The Resolving Conflict Creatively Program (RCCP) is a comprehensive, school-based program in conflict resolution and intercultural understanding implemented in more than 110 New York City public schools. The National Center for Children in Poverty is currently conducting an evaluation of the program in grades 1-6, although the program itself is implemented in grades K-12. The following components are included: teacher training, classroom instruction and staff development, the program curriculum, administrators' training, peer mediation, parent training, and a targeted intervention for high-risk youth. The program evolved out of practice-based theory. Researchers and practitioners have collaborated on and designed an evaluation that illustrates how the practice-based theory is consistent with and can be put into operation using developmental and ecological theories of the etiology of violence-related behaviors in middle childhood. The target population for this study is approximately 9,600 children, 5-12 years of age, in 15 elementary schools in New York City. The evaluation is being conducted over two years with two data-collection points in each year. A cross-sequential design is being used to examine the short- and intermediate-term utility with children at different ages/developmental stages. The relative effect of the beginning program can be compared to more comprehensive models. A total of 8,233 students responded to the baseline survey. The study population is largely Hispanic (41%) and African American (37%). Preliminary analyses indicate that baseline means of such constructs as aggressive fantasies, hostile attributional biases, and conduct problems increase with grade level. Ten years of practice-based experience and one year of a two-year quantitative evaluation have taught several important lessons about school-based program implementation and the evaluation of such programs. The scope and longevity of the RCCP and the empirically rigorous evaluation now under way will make a significant contribution to the field of violence prevention and field-based program evaluation.
Age Distribution↗
Faculty-produced videos. An educational resource.
Videos are versatile, convenient, and effective learning tools. Health educators, whether in staff development or nursing education programs, are confronted with increasing demands for current learning resources. To help meet escalating educational needs, educators can produce cost-effective videos by using their expertise and community resources. Institutionally produced videos are also marketable commodities and can be a source of revenue.
Clinical Competence↗
[Strategic goals in the reform of the health care system in the Federation of Bosnia-Herzegovina].
Reform and transformation of health care system in The Federation of BiH are defined by five basic factors: creation of health care system; improvement of medical staff; development of infrastructure and basic components; new public health program, and mental and physical rehabilitation of ill and invalid persons. The basic tenets of new laws on health care system, as well as its strategic goals are presented in this paper.
Bosnia and Herzegovina↗
Treating aberrant behavior through effective staff management. A developing technology.
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Behavior Therapy↗
Use of problem-based learning in staff training and development.
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Attitude of Health Personnel↗
Role blurring--does it have implications for staff structure and development?
Within recent times medical illustration departments have been changed dramatically by computers and new working methods. For photographers and illustrators alike this has resulted in an overlap or 'blurring' of roles. This paper discusses typical core skills that cause this overlap and looks at the necessity for everyone within the profession to acquire them.
Education, Continuing↗
Developing a nursing staff support group model.
A nursing staff is an open system that involves constant interactions with other members, patients, and other systems within the hospital environment on an ongoing basis. These constant interactions can contribute to conflict, ambiguity, stress, and strain in the nursing system. Nursing staff support groups are beginning to emerge as an integral part of the health care system. These nursing staff support groups may assist the nursing staff in managing conflict, ambiguity, stress, and strain. The authors explore and present a proposed nursing staff support group model that focuses on the development of the components, i.e., group stressors, clinician's knowledge base, stressed group and effective group behaviors, the clinician's role and expected group outcomes.
Humans↗
A blueprint for involving staff in policy development.
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Humans↗